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Teaching & Learning

Teaching & Learning

Futuraskolan International School of Stockholm believes that everyone learns differently. It is our mission to provide each student with an environment conducive to learning. To guide us in lesson, unit and grade level content planning, we utilize the interdisciplinary philosophical underpinnings of the International Primary Curriculum (IPC)/International Middle Years Curriculum (IMYC) and supplement with conceptual knowledge found in the U.S. Common Core and Next Generation Science Standards. Our aim is to develop lifelong learners who are independent thinkers and internationally-minded.

Futuraskolan International School of Stockholm’s Definition of Learning

“Get Gritty! Learning is a continuing journey of curiosity, challenge and discovery to deepen your knowledge, skills and understanding.”

We facilitate learning with the understanding that learning happens best and is most enduring when it happens in contexts by which students can engage with issues, topics, settings, and concepts that are meaningful and personal to them. We believe that students need to make meaningful connections between ideas to learn conceptually with careful selection of content to support and deepen learning.

Learning is optimal when there is a balance between academic, social and emotional experiences.

Learning consists of three components: Knowledge, Skills and Understanding.

Knowledge is learned through study, focus on key concepts, contextual learning opportunities, and by reading and writing, and is assessed by tests, quizzes, projects, presentations and other opportunities given for students to relate to knowledge concepts.

Skills are developed through demonstration, practical experience and repeated engagement, and are assessed in practical contexts using scoring rubrics that identify skills levels which allow for student self-reflection, peer feedback, and teacher feedback and advice to advance to higher skills levels.


Understanding is developed and evaluated in interpreting contextual situations, some of which may be unfamiliar, that call for analysis, application of knowledge and skills, perspective-taking, and higher more abstract critical thinking capabilities.

The connection between home and school is vital for developing the learner’s identity. In school, learning is deliberate and rigorous in meeting the individual needs. It is a process supported by our age appropriate curriculums; IPC, IMYC, and reflection is a key element of this process.